The Comparative Analysis of Nursery School Teachers’ and Parents’ Guidance Strategies for Preschool Children’s Challenging Behavior –A Case of Kaohsiung City

• Main Authors: Hui-Chen Huang, 黃惠蓁
• Other Authors: Weigh-Jen Chen
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/49710082823538081639

碩士 === 國立屏東教育大學 === 幼兒教育學系 === 100 === Abstract This research is aimed at understanding teachers’ and parents’ current acknowledgement and different guidance strategies for preschool children’s challenging behavior. Teachers’ and parents’ attitudes toward challenging behavior were also evaluated based on a questionnaire created for this study. A total of 125 public nursery school teachers and 494 parents were surveyed. Statistical methods employed included mean, standard deviation, t-test, one-way ANOVA, and Scheffe’s method. The results of the study are as follows: 1. Teachers tend to agree that preschool children often have challenging behavior. 2. Parents tend to disagree that preschool children often have challenging behavior. 3. Teachers’ and Parents’ acknowledgment for preschool children’s challenging behavior is distinctively different. 4. Teachers tend to disagree on the implementation of negative guidance strategies for preschool children. 5. Parents tend to disagree on the implementation of negative guidance strategies for preschool children. 6. Teachers’ and Parents’ attitudes toward guidance strategies for preschool children are similar according to the survey results. In the last part of the study, in accordance with the research results, we give teachers and parents advice regarding guidance strategies for preschool children’s challenging behavior. Furthermore, we outline how future research can be directed based on our findings.